3rd Grade - DePaul University



1st GradeTHIRD QUARTER MATH AND READING PROGRESS PRIORITIESSET MATH PROGRESS PRIORITIESList math content to revisit each week while you develop new math competencies and students apply the Math Practice Standards.Third QuarterWeek ofNew MathMath “Mix”— revisit and practice to keep math currentFebruary 6thFebruary13th February20thFebruary 27thMarch 6thMarch 13th March 20th March 27thApril 3rdThe next page is a resource for any week, at school and at home.For more Resources, go to A MATH SMART PACK – Practice with NumbersPut symbols, words, and numbers into rectangles on a page. Then cut them out, put them into a baggie or envelope, and use them as flash-cards or to play matching games at school—and at home!First Grade Literacy Standards EmphasizedREADING LITERATUREREADING NONFICTIONKEY IDEAS AND DETAILSKEY IDEAS AND DETAILS2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.2. Identify the main Topic and BIG Question: BIG Question: retell key details of a text.3. Describe characters, settings, and major events in a story, using key details.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.CRAFT AND STRUCTURECRAFT AND STRUCTURE4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.INTEGRATION OF KNOWLEDGE AND IDEASINTEGRATION OF KNOWLEDGE AND IDEAS7. Use illustrations and details in a story to describe its characters, setting, or events.7. Use the illustrations and details in a text to describe its key ideas.Integrated Standards: Standard 1—ask and answer questions about key details in a text—is the basis for responding to questions and completing tasks based on the other reading standards. Progress in each standard supports standard 10 -- With prompting and support, read prose and poetry and informational texts appropriately complex for grade 1.Nonfiction reading competencies are developed each week in science or social science—ideally students focus on only one nonfiction subject for five weeks so that students learn that content and learn how to read nonfiction.All the reading competence development is designed to reach standard 10:With prompting and support, read prose and poetry and informational texts appropriately complex for grade 1.Writing: Balance narrative writing based on mentor texts and explanatory writing in science and social science and opinions with examples about books.Relevant Resources: Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum Comprehension and CollaborationSL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.__SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).__SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.__SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.Presentation of Knowledge and IdeasSL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.SL.1.6 Produce complete sentences when appropriate to task and situation. Students exercise Speaking and Listening competencies as they proceed through the gradual release of responsibility.SOURCE of Common Core Standards cited in this guide: standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. ? Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.Integrate the Conventions in Writing and SpeakingLANGUAGE First GradeThese lists are set up with lines so that you can check your students’ learning priorities for this quarter.CONVENTIONS IN WRITING AND SPEAKING1. Observe conventions of grammar and usage.__a. Print all upper- and lowercase letters.__b. Use singular and plural nouns with matching verbs in simple sentences (e.g., He hops; We hop).__c. Use subject, object, and possessive pronouns in speaking and writing (e.g., I, me, my; they, them, their).__d. Use verbs to convey a sense of past, present, and future in writing and speaking (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).__e. Understand and use frequently occurring prepositions in English (e.g., during, beyond, toward).__f. Produce and expand complete declarative, interrogative, imperative, and exclamatory sentences in response to questions and prompts.__g. Understand that, minimally, every sentence must be about something (the subject) and tell something (the predicate) about its subject.2. Observe conventions of capitalization, punctuation, and spelling.__a. Capitalize names, places, and dates.__b. Use end punctuation for sentences, including periods, question marks, and exclamation points.__c. Use commas in dates and to separate single words in a series.__d. Use conventional spelling for words with common spelling patterns and for common irregular words.__e. Use phonetic spellings for untaught words, drawing on phonemic awareness and spelling conventions.__f. Form new words through addition, deletion, and substitution of sound and letters (e.g., an → man → mat → mast → must → rust → crust).3. (Beings in grade 3)VOCABULARY ACQUISITION AND USE4. Determine word meanings (based on grade 1 reading).__a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.__b. Use sentence-level context as a clue to the meaning of an unknown word.__c. Use common affixes in English as a clue to the meaning of an unknown word.__d. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).__e. Demonstrate understanding of the concept of multiple-meaning words (e.g., match, kind, play) by identifying meanings of some grade-appropriate examples of such words.5. Understand word relationships.__a. Build real-life connections between words and their use (e.g., note places at home that are cozy).__b. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining, choosing, or acting out the meanings.6. Use newly learned words acquired through conversations, reading, and responding to texts.First Grade: THIRD QUARTER Learning Priorities Weeks 21-22 Week of February 6 Week of February 13Literature Genre__fairy tale __folk tale__realistic fiction __fable__ ________________________fairy tale __folk tale__realistic fiction __fable__ ______________________Reading Literature CCSSRL.1.1. 3Locate information—key detailsCCSSRL1.5—how the writer of a story communicatesVary the genres students read—fairy tale, fable, realistic storyPrimary Reading ResourcesListen to/read a story. Tell how the writer and illustrator help you understand:Part of the StoryWhat Words or Pictures tell youPeopleThe PlaceRecommended: Dramatize a part of the story.CONTINUE to analyze how the writer and illustrator communicate as you continue to read comprehensively.Listen to/read a story. Tell how the writer and illustrator help you understand:Part of the StoryWhat Words or Pictures tell youPeopleThe PlaceRecommended: Dramatize a part of the story.CONTINUE to analyze how the writer and illustrator communicate as you continue to read comprehensively.Nonfiction Sources_ picture book _big book __history_topic book _ biography __video__museum exhibit_ picture book _big book __history_topic book _ biography __video__museum exhibitScience and Social ScienceDEVELOP NONFICTION LITERACYCCSSRI.1.2—locate information then 1.3 Relate information to an idea; Classify informationIntegrate NONFICTION reading and visual resources to explore a topic with a Focus Question.Explain with examples how the writer tells information to help you understand the topic.Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question.Explain with examples how the writer tells information to help you understand the topic.Phonics/Sight WordsIn addition to scheduled sight words include phrases Fry Phrases.Link to Vocabulary ResourcesVocabulary including Fry activitiesSight WordsUse them to write sentences.PHONICS:Sight WordsUse them to write sentences.PHONICS: Writing CCSSW1 Opinionwrite journal (ongoing)Write sentences about what you like about this week’s reading—explain why.Write sentence with period. Tell what you like about this week’s science. Explain why you like it.First Grade: THIRD QUARTER Learning Priorities Weeks 23-24Week of February 20Week of February 27Literature Genre__fairy tale __folk tale__realistic fiction __fable__ ________________________fairy tale __folk tale__realistic fiction __fable__ ______________________Reading Literature CCSSRL1Locate information—key details2 message, theme, ideaCCSSRL1.5—how the writer of a story communicatesVary the genres students read—fairy tale, fable, realistic storyPrimary Reading ResourcesRetell then Summarize a storyWhat happens? Who are the characters? Then Infer the main idea/author’s messageWhat idea does the writer want me to understand? What pictures, sentences, and events help me understand that idea?What do I like about the story (opinion)Retell then Summarize a storyWhat happens? Who are the characters? Then Infer the main idea/author’s messageWhat idea does the writer want me to understand? What pictures, sentences, and events help me understand that idea?What do I like about the story (opinion)Nonfiction Sources_ picture book _big book __history_topic book _ biography __video__museum exhibit_ picture book _big book __history_topic book _ biography __video__museum exhibitScience andSocial ScienceDEVELOP NONFICTION LITERACYCCSSRI1.2 identify idea and support with information from text and visual (1.3 and 1.7)Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question.Summarize what you learned.Make picture glossaryIntegrate NONFICTION reading and visual resources to explore a topic with a Focus Question. Summarize what you learned.Make picture glossary Phonics/Sight Words/GrammarIn addition to scheduled sight words include phrases Fry Phrases.Link to Vocabulary ResourcesVocabulary including Fry activitiesSight WordsPHONICS:Sight WordsPHONICS:Writing CCSSW1.1 opinion Write journal—ongoing, may relate to opinionsWrite opinion sentence(s)Write opinion sentence(s)First Grade: THIRD QUARTER Learning Priorities Weeks 25-26Week of March 6Week of March 13Literature Genre__fairy tale __folk tale__realistic fiction __fable__ ________________________fairy tale __folk tale__realistic fiction __fable__ ______________________Reading Literature CCSSRL.1.1Analyze, then infer; answer with evidence2—message, theme, ideaCCSSRL1.3 characters, events CCSSR5—writer’s techniquesPrimary Reading ResourcesRetell then Summarize a storyWhat happens? Who are the characters? Then Infer the author’s messageWhat idea does the writer want me to understand? What pictures, sentences, and events help me understand that idea?What do I like about the story (opinion)Retell then Summarize a storyWhat happens? Who are the characters? Then Infer the author’s messageWhat idea does the writer want me to understand? What pictures, sentences, and events help me understand that idea?What do I like about the story (opinion)Nonfiction Sources_ picture book _big book __history_topic book _ biography __video__museum exhibit_ picture book _big book __history_topic book _ biography __video__museum exhibitScience andSocial ScienceDEVELOP NONFICTION LITERACYCCSSRI1.2 identify idea and support with information from text and visual (1.3 and 1.7)Tell what the main idea is of a nonfiction picture.Tell how the picture helps you understand the topic.Tell what are important ideas about the topic you learn from the text. Tell how the writer uses techniques to help you understand it—such as using pictures, using questions.Tell what the main idea is of a nonfiction picture.Tell how the picture helps you understand the topic.Tell what are important ideas about the topic you learn from the text. Tell how the writer uses techniques to help you understand it—such as using pictures, using questions.Phonics/Sight Words/GrammarIn addition to scheduled sight words include phrases Fry Phrases.Link to Vocabulary ResourcesVocabulary including Fry activitiesSight WordsPHONICS:Sight WordsPHONICS:Writing CCSSW1.1 opinion Write sentences with period, question mark, pronounWrite opinions in journalWrite sentences with period, question mark, pronounWrite opinions in journalFirst Grade: THIRD QUARTER Learning Priorities Weeks 27-28Week of March 20Week of March 27Literature Genre__fairy tale __folk tale__realistic fiction __fable__ ________________________fairy tale __folk tale__realistic fiction __fable__ ______________________Reading Literature CCSSRL.1.1Analyze, then infer; answer with evidence2—message/theme/ideaCCSSRL1.3 characters, events CCSSR5—writer’s techniquesPrimary Reading ResourcesRetell then Summarize a storyWhat happens? Why? (cause-effect) Who are the characters? Then Infer the author’s messageWhat idea does the writer want me to understand? What pictures, sentences, and events help me understand that idea?What do I like about the story (opinion)Retell then Summarize a storyWhat happens? Why? (cause-effect)Who are the characters? Then Infer the author’s messageWhat idea does the writer want me to understand? What pictures, sentences, and events help me understand that idea?What do I like about the story (opinion)Nonfiction Sources_ picture book _big book __history_topic book _ biography __video__museum exhibit_ picture book _big book __history_topic book _ biography __video__museum exhibitScience andSocial ScienceDEVELOP NONFICTION LITERACYCCSSRI1.2 identify idea and support with information from text and visual (1.3 and 1.7)Answer questions with evidence—cause effect in social studies; patterns in science Identify the main ideas you learned about a topic.Answer questions with evidence—cause effect in social studies; patterns in science Identify the main ideas you learned about a topic.Phonics/Sight Words/GrammarIn addition to scheduled sight words include phrases Fry Phrases.Link to Vocabulary ResourcesVocabulary including Fry activitiesSight WordsPHONICS:Sight WordsPHONICS:Writing CCSSW1.1 opinion CCSSW3 narrativeWrite or draw parts of a story (narrative)Write opinion in journal. Write or draw parts of a story (narrative)Write opinion in journalFirst Grade: THIRD QUARTER Learning Priorities Week 29Week of April 3Literature Genre__fairy tale __folk tale__realistic fiction __fable__ ______________________Reading Literature CCSSRL.1.2Summarize, identify theme/messagePrimary Reading ResourcesEXPLAIN and DEMONSTRATE HOW YOU READ A STORYHOW DO YOU IDENTIFY AND SEQUENCE WHAT HAPPENS?HOW DO YOU LEARN ABOUT THE CHARACTERS? HOW DO YOU Infer the author’s message?Nonfiction Sources_ picture book _big book __history_topic book _ biography __video__museum exhibitScience andSocial ScienceDEVELOP NONFICTION LITERACYCCSSRI1.2 identify idea and support with information from text and visual (1.3 and 1.7)How do you learn science?How do you learn social studies?Make a booklet or poster about a science or social studies topic you have learned this quarter.Recommended Special Project: Dramatize an important event in history!Phonics/Sight Words/GrammarIn addition to scheduled sight words include phrases Fry Phrases.Link to Vocabulary ResourcesVocabulary including Fry activitiesExplain how you: (insert relevant phonics)Use the Sight Words you know to write phrases and sentences.Writing opinion How do you write to explain your opinion?Explain how to do that and give examples. ................
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